IBDP Handbook

IBDP HANDBOOK
CONTENTS
S. No. Details Page no
1. Welcome Note 2
2. Vision & Mission of GDGWS, IB’s Mission 3
3. The IB Diploma Programme 4
4. IB Learner profile 5
5. IBDP Curriculum 6
6. IB Student Subject choice –May 2022 7
7. IBDP at GDGWS 8
8. Group wise subject details 9-14
Group 1: Language A-Literature, Language and Literature
9. Group 2: Language acquisition 14-17
10. Group 3: Individuals & Societies 17-26
11. Group 4: Sciences 26-32
12. Group 5: Mathematics 32-34
13. Group 6: The Arts 35-37
14. Core component of IBDP- TOK 38-39
15. Core component of IBDP- CAS 40-41
16. Core component of IBDP- EE 41
17. Assessment of core components 41
18. Assessment 41-43
19. IB Diploma Grade Points 43-44
 Difference between IB diploma and IB Courses
 Award of the IB diploma
20. Career Advisory at GDGWS 43-44
21. Counseling and LSU 44-45
 Academic counseling
22. Code of Conduct 45-46
23. Honour code 46-47
24. IB course work deadlines 47 -50
25. Sources 47
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Welcome to IB Diploma Programme
GD Goenka World School, Gurugram
The purpose of this handbook is to help answer questions students and parents may
have about the IB Diploma Programme, and help our students to make the right subject
choices.
This handbook outlines the curriculum of the IB Diploma Programme and the wide range
of support systems available to you at GDGWS. The handbook contains important
information that will help you to understand the subject choices offered and the skills
students attain by studying different subjects and the assessments in each subject.
Besides the information contained in this handbook, students are encouraged to discuss
the IB Diploma Programme with the Diploma Programme coordinator and their
teachers. Furthermore, we ask students to discuss academic pathways with their parents
and to actively seek the advice and insight from both our Career advisory department
and our IB Diploma Coordinator. Our Grade 11 and 12 students are our student
ambassadors. Therefore, as you embark on your IB studies we encourage you to excel in
academics, actively participate and involve in a range of activities beyond the taught
curriculum, forge lifelong friendships that will endure and have a successful IB journey!
Dr Manisha Mehta Dr Neeta Bali

IB DP Coordinator Director Principal
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OUR VISION
Learning is enabling the individual to utilize his/ her potential to its fullest. Without education, the
development of the human mind is incomplete.
At G. D. Goenka World School, we provide an environment and curriculum where children can explore
and develop every facet of theirs, enabling them to realize their true potential. This, coupled with a state-
of- the-art technology, a highly qualified, thoroughly trained and concerned faculty, a plethora of
activities for students to engage in -all provide an environment that’s both therapeutic and beautiful.
As children go about discovering themselves, they also discover extraordinary roots, because another
objective of the G. D. Goenka School is to ensure that the wards of NRIs and Persons of Indian origin
abroad get an opportunity to reconnect with the culture and values that form the backbone of every
Indian’s existence.
To achieve these objectives, this unique educational institution seeks to blend the beauty of traditional
cultural values with the latest in teaching aids and methodology to optimize learning, open young minds
and empower young people to become global citizens who stand tall and live with courage and
conviction, carving a niche for themselves wherever they go.
OUR MISSION
In a safe, peaceful, disciplined and intellectually -challenging environment, all GDGWS students shall
have ample opportunity to:
 Fulfil their academy, cultural, sporting and social potential
 Acquire skills of curiosity, collaboration, reflection, integrity, self-discipline, diligence and

independence
 Maintain openness of mind, dignity of conduct and mutual respect in the face of racial,
economic, cultural, religious and linguistic diversity.
 Develop socially responsible and responsive global citizens.
IB MISSION
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to
develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
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THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME
“Life in the 21st century, in an interconnected, globalized world, requires critical thinking skills and a sense of
international mindedness, both of which International Baccalaureate Diploma Programme (IBDP) students learn
and understand.”- IBO
The International Baccalaureate Diploma Programme (IB DP) was established in Geneva in 1968 to provide an
international, and internationally recognized, university-entrance qualification for students studying outside of
their home country. The IB’s goal is to provide students with the values and opportunities that will enable them
to develop sound judgments make wise choices, and respect others in the global community. The IB Programme
equips students with the skills and attitudes necessary for success in higher education and employment. Today
the IBDP has expanded, so has its reputation for excellence; the IB DP is now recognized in almost every country
in the world as a one of the pre-eminent pre-university qualifications.
The IB Diploma Program is an academically challenging program of education that prepares students for success
at University and life beyond.
The IB Diploma Programme is a two-year (Grades 11-12, or ages 16-19) international curriculum that allows
students to fulfill the requirements for university entrance of their national or state education systems.
Internationally mobile students are able to transfer into the IB Diploma Programme from other IB World schools,
as well as from other school systems.
We offer a bridge Programme when a student starts IB diploma so as to have a smooth transition other school
national boards systems like CBSE and ICSE. The vertical planning in our school however results in a seamless
transition of the IGCSE students in the IB Diploma.
A pioneer, day boarding cum residential IB School, GD Goenka World School (GDGWS), established in 2003, takes
the onus of laying foundation and preparing enterprising students as global citizens. We enrolled the first batch
of students in the year 2005 and the 2018 batch is our 13th graduating batch. The campus is designed to offer
privacy and independence as well as the opportunity to be part of a vibrant multi-cultural community,
represented by students from around the country and the world! GDGWS has been consistently bringing out
good results and our students have been placed in courses of their choice in Universities across the globe
including Indian universities.
IB Recognition Worldwide and in India
Higher education institutions around the world admit students based on their IB Credentials and 150 countries
worldwide recognize the IB Diploma. It has also been recognized by the Association of Indian Universities (AIU)
as an entry qualification to all universities in India. Since Jun 2016 the AIU also accepts IB DP Course as an entry
qualification to Indian universities. The IBO issues a document detailing percentage equivalency along with a
transcript of results especially for Indian universities. Visit https://www.ibo.org/university-
admission/recognition-of-the-ib-diploma-by-countries-and-universities for more details.
Students of our school have got admissions in different reputed universities in India and abroad.
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IB LEARNER PROFILE
The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared
guardianship of the planet, help to create a better and more peaceful world. The IB learner profile represents 10 attributes
valued by the IB and GDGWS. As IB learners we strive to be:
INQUIRERS
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others.
We learn with enthusiasm and sustain our love of learning throughout life.
KNOWLEDGEABLE
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues
and ideas that have local and global significance.
THINKERS
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise
initiative in making reasoned, ethical decisions.
COMMUNICATORS
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively,
listening carefully to the perspectives of other individuals and groups.
PRINCIPLED
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of
people everywhere. We take responsibility for our actions and their consequences.
OPEN-MINDED
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and
evaluate a range of points of view, and we are willing to grow from the experience.
CARING
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference
in the lives of others and in the world around us.
RISK-TAKERS
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new
ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
BALANCED
We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional— to
achieve well-being or ourselves and others. We recognize our interdependence with other people and with the world in
which we live.
REFLECTIVE
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and
weaknesses in order to support our learning and personal development.
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THE IB DP CURRICULUM
The curriculum is modeled below with six academic areas surrounding
the three core requirements.
Subjects Offered
Group 1 – Studies in language and

literature
English Language and Literature, Hindi
Literature
Group 2 – Language acquisition

Language B: French, English, Spanish, Hindi
and German
Language ab initio: French, Spanish
Group 3 – Individuals and societies

Psychology, Economics, Business
Management and Information Technology in
Subject Choice a Global Society
IB Diploma Programme students study six subjects and the IB Core –
Group 4 – Sciences
 Three subjects at Higher Level Biology, Chemistry, Physics, Computer
 Three subjects at Standard Level Science & Environment Systems & Society
 IB Core comprising of Extended Essay (EE), Theory of Knowledge
(TOK )and Creativity Activity and Service (CAS) Group 5 – Mathematics
Math Analysis and approaches HL and SL
Math Application and interpretation HL and
SL
The IB recommends a minimum of 240 hours of instructional time for HL
courses and 150 hours for SL courses. HL courses have greater breadth Group 6 – The arts
as well as depth in the curriculum. Visual arts
The students choose one subject from each of groups 1 to 5, thus

ensuring breadth of experiences in Languages, Social studies, Sciences and Mathematics. The sixth subject may
be an Arts subject chosen from group 6, or the student may choose another subject from groups 3 or 4.
In addition, the Programme has three core requirements that are included to broaden the educational
experience and challenge students to apply their knowledge and understanding.
Creativity, Activity, Service (CAS) – It’s an integral part of the Programme, which emphasizes individual social
responsibility and a commitment to improving the world in which we live. CAS focuses on experiential learning
and encourages students to gain real-life experience beyond the classroom.
Theory of Knowledge (TOK) – It’s an internally and externally assessed interdisciplinary component, which is
designed to explore and critically examine different concepts of knowledge found in various subjects and culture.
It encourages curiosity, inquiry and critical thinking about knowledge itself and help students make sense of
what they learn and encounter in school and the world around them.
The Core Extended Essay (EE) – an externally assessed, independent research assignment of 4,000 words in one
of the six subject areas. The EE is an in-depth investigation through which the student can specialize in a certain
subject area and become familiar with the level of research and writing expectations of a university level
education.
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IB STUDENT SUBJECT CHOICE –May 2023 SESSION
S.No Group Subjects HL SL
I Studies in language and English A Literature and Language
literature Hindi A Literature
II Language Acquisition English B
Hindi B
French ab initio
French B
Spanish ab initio
Spanish B
German B
III Individuals & Societies Business Management
Economics
ITGS
Psychology
IV Sciences Biology
Chemistry
Physics
Environmental system and society
Computer Science
V Mathematics Mathematics AA / AI HL*
Mathematics AA / AI SL **
VI The Arts Visual arts
Key: Shaded subject levels are not offered.
Language Requirement
Ab initio is for a beginner who has little or no previous experience of the language
Lang B (SL) is for a language learner who has 2-4 years’ experience of the target language
IB Diploma program requirement:

6 IB subjects + TOK + Extended Essay + CAS.
3 HL subjects, 3 SL subjects.
IB Course requirement:
Minimum 5 Subjects + CAS (Subjects can be at any level)
For admission in Indian Universities 6 IB subjects (3 HL subjects, 3 SL subjects) (Association of Indian University
requirements)
Candidate may opt for Extended Essay and/or TOK
Course subjects will be decided only after consultation with the Coordinator
Note: The combinations are dependent on student enrollment in subject areas. The minimum enrollment required to offer a subject is 10. Kindly
have an alternative. Subject availability is also dependent on the Time Table and class strength.
* Math HL- Offered to candidates who have achieved a minimum of 85% in their IGCSE or equivalent examination
** Math SL - Offered to candidates who have achieved a minimum of 65% in their IGCSE or equivalent examination
# Last date for any change in subject combination is 16th of August 2019 #
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THE IB DIPLOMA PROGRAMME AT GDGWS
The IB Diploma Programme at GDGWS builds on our CLS (Cambridge Lower Secondary) and IGCSE Curriculum, a
broad yet demanding course of study in Grades 6-10 (ages 11-16).
Entry Requirements
To be eligible for the IB DP, GDGWS students should have passed the grade 10 from IGCSE or national board
(CBSE/ICSE/State boards).
For a higher Level course, a student must have studied the subject in Grade 10 and gained at least grade 5 in
MYP or grade B in IGCSE or equivalent. In order to ensure access to an IB Diploma standard level course, a student
must have gained at least a 3 grade in MYP or F grade in IGCSE in grade 10.
External applicants are assessed individually. There are no universal, formal entry requirements; however, in
order to have access to instruction and to the course materials, it is a pre-requisite that a student has competent
English skills — speaking, listening, reading and writing. If a student does not have sufficient English skills, then
we may recommend that that s/he takes a summer English language course before enrolling in the IB Programme
in Grade 11.
COURSE SELECTION
GDGWS offers the IB Diploma for grade 11 and 12. The discussions in the family about future career options
should be initiated early by consulting the list of subjects offered by GDGWS .
There are a number of factors that influence career choice viz. Interest, ability, personality and future career
choice. Career Counseling is a process which helps you understand what you want the world of work and then
based on that you make career, educational, and life decisions. We also facilitate the Personality aptitude tests
for students by Cogito, through which parents can know the natural inclinations of their children, their basic
nature helping in choosing the right choice of subjects.
Students should become familiar with the specific requirements of the universities in the countries to which they
intend to apply as different universities in different countries have different entrance requirements. It is very
important that students are aware that specific subjects or combinations of subjects could be required (or
excluded) by the country or university of your choice. Information about universities around the world is
available from GDGWS career advisory department.
It is strongly recommended that students spend as much time as possible discussing their options with as many
people as possible, including parents and teachers. Decisions made at this stage in a student’s education could
affect the rest of their lives, so it is vital that choices are made only after full research and consultation.
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SUBJECT DETAILS
GROUP 1: STUDIES IN LANGUAGE AND LITERATURE
Group 1 courses meet the requirements of students whose Language A is their strongest language, while taking
into account that many students have complex language profiles and maybe be bi- or tri-lingual. While the
courses are different, they both develop understanding about language and literature and are designed to
support future study by developing language skills.
The aims of all subjects in studies in language and literature are to enable students to:
1. Engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures
2. Develop skills in listening, speaking, reading, writing, viewing, presenting and performing
3. Develop skills in interpretation, analysis and evaluation
4. Develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they
contribute to diverse responses and open up multiple meanings
5. Develop an understanding of relationships between texts and a variety of perspectives, cultural contexts,
and local and global issues and an appreciation of how they contribute to diverse responses and open
up multiple meanings
6. Develop an understanding of the relationships between studies in language and literature and other
disciplines
7. Communicate and collaborate in a confident and creative way
8. Foster a lifelong interest in and enjoyment of language and literature.
LANGUAGE A- LITERATURE
Course content: Language A - Literature

Available in: Hindi Literature HL/SL
Literature HL
This course is designed for the student with a definite inclination towards the study of literature and who may
intend to continue such studies beyond the Diploma level. The course focuses on in-depth literary analysis and
appreciation in both oral and written capacity. Students will be required to write essays, conduct independent
research and participate in informal and formal orals for internal and external assessment. The total number of
texts studied over the two years is 13, including 3 World Literature works, which are read in translation.
Literature SL
This course is designed for students who desire some enrichment in the study of literature, but who may not
have such a definite inclination towards the study of literature, or who may be considering options for such study
beyond the Diploma level. Most of the course is studied along with HL students to the same depth. The courses
differ in the numbers of texts covered and the types of assessment. This course will appeal to those who enjoy
literary study, but who also wish to pursue other subject areas at HL instead. The total number of texts studied
is 10, including 3 World Literature works, which are read in translation.
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Works read SL HL
Works in translation written by authors Study of a minimum of three Study of a minimum of four works
on the Prescribed reading list works
Works originally written in the language Study of a minimum of four works Study of a minimum of five works
studied, by authors on the Prescribed
reading list
Free choice works Study of two works freely chosen Study of four works freely chosen
Total works studied 9 13
External assessment SL HL
Paper 1: Guided literary analysis A guided analysis of a previously Two guided analyses of previously
unseen literary extract or text unseen literary extracts or texts
from a choice of two
HL essay An essay of 1,200–1,500 words
exploring a line of inquiry in
connection with a studied literary
text or work
LANGUAGE A –LITERATURE ASSESSMENT
Assessment SL Assessment HL
Assessment Component Weighting Assessment Component Weighting
External assessment (3 hours) 70% External assessment (4 hours) 80%
Paper 1: Guided literary analysis (1 hour 15 35% Paper 1: Guided literary analysis (2 hours 15 35%
minutes) minutes)
The paper consists of two passages, from two The paper consists of two literary passages, from
different literary forms, each accompanied by a two different literary forms, each accompanied by
question. Students choose one passage and write a question. Students write an analysis of each of
an analysis of it. (20 marks) the passages. (40 marks)
Paper 2 Comparative essay (1 hour 45 minutes) Paper 2 Comparative essay (1 hour 45 minutes)
35% The paper consists of four general questions. In 25%
The paper consists of four general questions. In response to one question, students write a
response to one question, students write a comparative essay based on two works studied in
comparative essay based on two works studied in the course. (30 marks)
the course. (30 marks)
Higher level (HL) essay
Students submit an essay on one literary text or
work studied during the course. (20 marks)
The essay must be 1,200–1,500 words in length.
20%
Internal assessment
Internal assessment This component consists of an individual oral that
Individual oral (SSST variant) is internally assessed by the teacher and
This component consists of an individual oral that externally moderated by the IB at the end of the
is externally assessed by the IB. course.
Individual oral (15 minutes) Individual oral (15 minutes) 20%
Supported by an extract from one work written 30% Supported by an extract from one work written
originally in the language studied and one from a originally in the language studied and one from a
work studied in translation, students will offer a work studied in translation, students will offer a
prepared response of 15 minutes to the following prepared response of 10 minutes, followed by 5
prompt: minutes of questions by the teacher, to the
Examine the ways in which the global issue of your following prompt:
choice is presented through the content and form Examine the ways in which the global issue of
your choice is presented through the content and
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Assessment SL Assessment HL
Assessment Component Weighting Assessment Component Weighting
of two of the works that you have studied. (40 form of two of the works that you have studied.
marks) (40 marks)
Individual oral (SSST variant)

This component consists of an individual oral
that is externally assessed by the IB.
Individual oral (15 minutes)
Supported by an extract from one work written
originally in the language studied and one from
a work studied in translation, students will offer
a prepared response of 15 minutes to the
following prompt:
Examine the ways in which the global issue of
your choice is presented through the content
and form of two of the works that you have
studied. (40 marks)
Skills Developed
Language skills
Although language A: literature is not a language acquisition course, it nevertheless provides an opportunity for
students to develop and refine their language skills. In particular, they are expected to develop the ability to
express their ideas in clear, unambiguous language, paying attention to appropriate style and register.
Furthermore, they are expected to structure their ideas coherently and effectively, and to acquire vocabulary
appropriate to formal expression and literary analysis.
Critical approaches
As part of developing independent literary judgment, students need to have some knowledge of the
methodology involved in studying literature. Teaching critical perspectives is an inherent part of the course, and
differing critical views of a given text may be highlighted in order to give students a broader understanding of
the possible readings of a work. The explicit teaching of critical perspectives does not need to entail a detailed
study of schools of theory—rather, it may involve a heightened or more explicit attempt on the teacher’s part
to ask students to consider the types of questions we ask about literature.
Literary conventions
The term “literary conventions”, as used in this guide, can be interpreted in the broadest sense as the
characteristics of a literary genre, such as dialogue or speeches in plays, metre and rhyme in verse or
foreshadowing and flashbacks in prose fiction.
Visual skills
Viewing is part of a general multimodal literacy. Written text is often found in combination with still images,
moving images and sound. As students become adept at the other literacy skills of reading, writing, listening and
speaking, it is essential that they develop skills in understanding and interpreting the visual images used in
conjunction with these skills. Considerations of visual analysis feature as a specific part of the course where the
study of topics such as graphic writing or film and literature are encouraged. In addition, moving images in the
form of film are frequently used as part of literature teaching.
Language A - Language and Literature (HL/SL)
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OVERVIEW OF THE SUBJECT COURSE
English A: Language and Literature HL
This course requires students to be either native or very near native speakers of English in terms of both their
oral and written skills, and will appeal to students who may be less inclined towards a course focused solely on
literary study. Students study six literary works in addition to exploring various aspects of Language in Cultural
Context and Language and Mass Communication. A range of oral, written and visual materials is studied from a
variety of non-literary sources, genres and media. Students will be required to write essays for both internal and
external assessment, conduct independent research and participate in informal and formal oral and written
critiques.
English A: Language and Literature SL
This course requires students to be either native or very near native speakers of English in terms of both their
oral and written skills and will appeal to students who may be less inclined towards a course focused solely on
literary study. Students study four literary works in addition to exploring various aspects of Language in Cultural
Context and Language and Mass Communication. A range of oral, written and visual materials is studied from a
variety of non-literary sources, genres and media. Students will be required to write essays for both internal and
external assessment, conduct independent research and participate in informal and formal oral and written
critiques.
COURSE CONTENT
The study of the texts produced in a language is central to an active engagement with language and culture and,
by extension, to how we see and understand the world in which we live. A key aim of this course is to question
the meaning generated by language and texts, which, it can be argued, is rarely straightforward and
unambiguous. The course also aims to develop skills of textual analysis and the understanding that texts, both
literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading
practices.
The language A: Language and Literature course does not limit the study of texts to the products of one culture
or of the cultures covered by any one language. The study of literature in translation from other cultures is
especially important to IB Diploma Programme students because it contributes to a global perspective, thereby
promoting an insight into, and understanding of, the different ways in which cultures influence and shape the
experiences of life common to all humanity.
Works read SL HL
Works in translation written by authors on the Study of a minimum of one work Study of a minimum of two works
Prescribed reading list
Works originally written in the language studied, by Study of a minimum of one work Study of a minimum of two works
authors on the Prescribed reading list
Free choice works Study of two works freely chosen Study of two works freely chosen
Total works studied 4 6
External assessment SL HL
Paper 1: Guided textual analysis A guided analysis of a previously unseen Two guided analyses of previously
non-literary extract or text from a unseen non-literary extracts or texts
choice of two
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HL essay A 1200-1500 word essay exploring a
line of inquiry in connection with a
studied text or work
Assessment component SL Weighting Assessment component HL Weighting
External assessment (3 hours) 70% External assessment (4 hours) 80%
Paper 1: Guided textual analysis (1 hour 15 Paper 1: Guided textual analysis (2 hours
minutes) 15 minutes)
35% 35%
The paper consists of two non-literary passages, The paper consists of two non-literary
from two different text types, each accompanied passages, from two different text types,
by a question. Students choose one passage and each accompanied by a question. Students
write an analysis of it. (20 marks) write an analysis of each of the passages.
(40 marks)
Paper 2: Comparative essay (1 hour 45 minutes) 35% Paper 2: Comparative essay (1 hour 45 25%
minutes)
The paper consists of four general questions. In
response to one question students write a The paper consists of four general
comparative essay based on two works studied in questions. In response to one question
the course. (30 marks) students write a comparative essay based
on two works studied in the course. (30
marks)
HL essay
Students submit an essay on one non- 20%

literary text or a collection of non-literary
texts by one same author, or a literary text
or work studied during the course. (20
marks)
The essay must be 1,200-1,500 words in

length.
Internal assessment 30% Internal assessment: Individual oral (15 20%

minutes)
This component consists of an individual oral
which is internally assessed by the teacher and This component consists of an individual
externally moderated by the IB at the end of the oral which is internally assessed by the
course. teacher and externally moderated by the IB
at the end of the course.
Supported by an extract from one non-literary
text and one from a literary work, students will Supported by an extract from both one
offer a prepared response of 10 minutes, non-literary text and one from a literary
followed by 5 minutes of questions by the work, students will offer a prepared
teacher, to the following prompt: response of 10 minutes, followed by 5
minutes of questions by the teacher, to the
Examine the ways in which the global issue of following prompt:
your choice is presented through the content and
form of two of the texts that you have studied. Examine the ways in which the global issue
(40 marks) of your choice is presented through the
content and form of two of the works that
you have studied. (40 marks)
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Skills Developed:
• Ability to express ideas clearly and with fluency orally and in writing
• Ability to substantiate and justify ideas with relevant examples
• Ability to evaluate conflicting viewpoints
• Understanding of the ways cultural values are expressed in texts
• Understanding of text structures, style and the writer’s technique
• Ability to compare and contrast the form, style and content of texts
• Understanding of individual literary works as representatives of genre and period.
GROUP 2: LANGUAGE ACQUISITION

Offered in English B HL/SL / Spanish B SL/ German B SL/ French B SL/ Hindi B HL/SL
Language B is a Language acquisition course designed for students with some previous experience of the target
language. In this, students further develop their ability to communicate in the target language through study of
language, theme and texts. Students develop their receptive, productive and interactive skills. . A range of oral,
written and visual materials is studied from a various sources, genres and media.
Language B Course at HL level
AT HL, students are expected to extend the range and complexity of the language they use and understand in
order to communicate. They continue to develop their knowledge of vocabulary and grammar, as well as their
conceptual understanding of how language works, in order to construct, analyze and evaluate arguments on a
variety of topics relating to course content and the target language culture.
Language B Course at SL level
Skills Developed – SL:
Receptive Skills: Students understand a range of written and spoken authentic personal, professional and mass
media texts on topics of interest. They understand description of events, feelings and wishes; they understand
comparisons and recognize a straightforward linear argument. They use context to deduce the meaning of
sentences and unknown words and phrases.
Productive skills: Students write texts for a variety of purposes and make oral presentations on topics of interest.
They write descriptive texts of personal correspondence, they make comparisons, narrate stories, provide
detailed accounts and express their thoughts and opinions on abstract or cultural topics.
Interactive skills: Students initiate, maintain the flow of conversations and discussions. They express and
respond to opinions and feelings on a variety of topics. They use and understand clear speech on a variety of
topics relating to course content and the culture(s) of the target language. Students use a variety of strategies
to negotiate meaning and foster communication.
Skills Developed- HL:
Receptive Skills: Students understand and evaluate a wide variety of written and spoken authentic personal,
professional and mass media texts on topics of interest. They analyze arguments, distinguishing main points
from relevant supporting details and explanations. They use a variety of strategies to deduce meaning.
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Productive skills: Students present and develop their ideas and opinions on a variety of topics, both orally and
in writing. They construct and support arguments with explanation and examples. They speak and write at
length, and with purpose in order to meet a wide range of communicative needs; describing, narrating,
comparing, explaining, evaluating.
Interactive skills: Students initiate, maintain and close oral exchanges, displaying some ability to make
adjustments in style or emphasis. They use a variety of strategies to maintain the flow of conversations and
discussions on a variety of topics relating to course content and the culture of the target language. Students are
adept in negotiating meaning and fostering communication
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GROUP 2 ASSESSMENTS
LANGUAGE B HL/SL
Ab Initio Language
Spanish Ab Initio SL /French Ab Initio SL
Language ab initio is a language acquisition course designed for students with no prior experience of the target
language, or for those students with very limited previous exposure. It should be noted that language ab initio
is offered at SL only.
In the language ab initio course, students develop the ability to communicate in the target language through the
study of language, themes and texts. In doing so, they also develop conceptual understandings of how language
works. Communication is evidenced through receptive, productive and interactive skills across a range of
contexts and purposes that are appropriate to the level of the course.
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The study of language requires careful attention to forms, structures, functions and conceptual understandings
of language. Knowledge of vocabulary and grammar—the what of language—is reinforced and extended by
understanding the why and how of language: audience, context, purpose, meaning.
Students expand the range of their communication skills by understanding and producing a wide variety of oral
and written texts for audiences, contexts and purposes associated with academic and personal interests. For the
development of receptive skills, language ab initio students must study authentic texts that explore the culture(s)
of the target language.
A key aim of the language ab initio course is to develop international-mindedness through the study of language,
culture, and ideas and issues of global significance. Explicit links to TOK strengthen the ability to communicate
in the target language by increasing students’ self-awareness as inquirers in their own language learning process.
As appropriate to the level of the course, communication skills are reinforced through the other categories of
approaches to learning skills: thinking, research, social and self-management skills.
Assessment Spanish Ab Initio SL/French Ab Initio SL Weighting

External assessment (2 hours 45 minutes) 75%
Paper 1 (1 hour) 25%
Productive skills—writing (30 marks)
Two written tasks of 70–150 words each from a choice of three tasks,
choosing a text type for each task from among those listed in the
examination instructions.
Paper 2 (1 hour 45 minutes) 50%
Receptive skills—separate sections for listening and reading (65 marks)
Listening comprehension (45 minutes) (25 marks)
Reading comprehension (1 hour) (40 marks)
Comprehension exercises on three audio passages and three written texts,
drawn from all five themes.
Internal assessment 25%
This component is internally assessed by the teacher and externally
moderated bythe IB at the end of the course.
Individual oral assessment
A conversation with the teacher, based on a visual stimulus and at least one
additional course theme. (30 marks)
GROUP 3: INDIVIDUALS AND SOCIETIES

All Group 3 IBDP courses are ab initio, which means you may start the course without having studied it before.
ECONOMICS HL/SL
Economics is a dynamic social science. The study of economics is essentially about dealing with scarcity, resource
allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a
social science, economics uses scientific methodologies that include quantitative and qualitative elements.
The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal
with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics,
which deal with economic variables affecting countries, governments and societies. These economic theories
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are not to be studied in a vacuum – rather, they are to be applied to real-world issues. Prominent among these
issues are fluctuations in economic activity, international trade, economic development and environmental
sustainability.
The ethical dimensions involved in the application of economic theories and policies permeate throughout the
economics course as students are required to consider and reflect on human end-goals and values.
The economics course encourages students to develop international perspectives, fosters a concern for global
issues, and raises students’ awareness of their own responsibilities at a local, national and international level.
The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal
commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly
interdependent world.
SL and HL students of economics are presented with a common syllabus, with an HL extension in some topics.
The syllabus for both SL and HL students requires the development of certain skills and techniques, attributes
and knowledge.
While the skills and activity of studying economics are common to both SL and HL students, the HL student is
required to acquire further body of knowledge – including the ability to analyse, synthesise and evaluate that
knowledge – and to develop quantitative skills in order to explain and analyse economic relationships.
Distinction between SL and HL
The HL course in economics differs from the SL course in economics in terms of the:
• Recommended hours devoted to teaching (240 hours for HL compared to 150 hours for SL)
• Extra depth and breadth required (extension material for HL only)
• Nature of the examination questions. Both SL and HL students develop quantitative skills, but HL
students will need to further develop these as appropriate, in analyzing and evaluating economic
relationships in order to provide informed policy advice. These skills are specifically assessed in HL
Paper 3.
Course content
• Introduction to Economics: scarcity, choice, economics a social science, modelling the economy
• Microeconomics: demand and supply, market equilibrium, critique of the maximizing behaviour of
consumers and producers, market failure and role of government in microeconomics
• Macroeconomics: measuring the economy, introduction to development, macro models and policies,
unemployment, inflation and distribution of income
•The global economy: reasons for trade, protectionism, economic integration, World Trade
Organization, balance of payments and exchange rates, sustainable development, measuring
development, barriers to economic growth and/or economic development, economic growth and/or
economic development strategies
Skills developed
The course will:
• Provide students with a core knowledge of economics
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• Encourage students to think critically
• Promote an awareness and understanding of international mindedness
Assessments Higher Level Standard Level
External Paper 1 Extended Response 20% Paper 1 Extended Response 30%
Paper 2 Data Response 30% Paper 2 Data Response 40%
Paper 3 A Policy Paper- HL Extension 30%
Internal 3 Commentaries 20% 3 commentaries 30%
BUSINESS MANAGEMENT HL/SL

Overview
Business management studies business functions, management processes and decision-making in contemporary
contexts of strategic uncertainty. It examines how business decisions are influenced by factors internal and
external to an organization, and how these decisions impact upon its stakeholders, both internally and
externally. Business management also explores how individuals and groups interact within an organization, how
they may be successfully managed and how they can ethically optimize the use of resources in a world with
increasing scarcity and concern for sustainability. Business management is, therefore, perfectly placed within
the individuals and societies subject area: aiming to develop in students an appreciation both for our individuality
and our collective purposes.
The Diploma Programme business management course is designed to develop students’ knowledge and
understanding of business management theories, as well as their ability to apply a range of tools and techniques.
Students learn to analyse, discuss and evaluate business activities at local, national and international levels. The
course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in
which those organizations operate.
Emphasis is placed on strategic decision-making and the operational business functions of human resource
management, finance and accounts, marketing and operations management.
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Course content
Unit 1: Business organization and environment
It covers traditional business areas such as the different types of organization, economies of scale and
contemporary topics such as the features of social enterprises, the nature of business activity in the quaternary
sector and the distinction between entrepreneurship and intrapreneurship. Application of fundamental strategy
models and evaluation of specific tools like fishbone diagrams, decision-trees and force field analysis are also
covered.
Unit 2: Human resource management
It covers how businesses recruit, organize, develop and lead their arguably most important resource—their
people, what motivates individuals to perform well at work. The unit looks at how structural changes and
changes in the business environment or in key people impact on human resource management.
Unit 3: Finance and accounts
It covers the finance and accounts through both quantitative and qualitative methods, how businesses represent
themselves numerically through accounts and how to construct basic balance sheets and profit and loss
accounts.
Unit 4: Marketing
It covers the marketing mix of the four Ps—the essential ingredients of marketing planning: product, price,
promotion and place (distribution). At HL, this model is expanded to the seven Ps: students also explore how
people, processes and physical evidence can be applied to the marketing of services. HL students also examine
international marketing in greater depth.
Unit 5: Operations management
It covers how organizations manage their operations, whether in terms of achieving an optimal cost– quality
ratio or the shortest supply chain; using the most ethical means or the latest innovative techniques; or applying
the highest levels of quality assurance.
Skills Developed
The course encourages the appreciation of ethical concerns, as well as issues of corporate social responsibility
(CSR), at both a local and global level. Through the study of topics such as human resource management,
organizational growth and business strategy, the course aims to develop transferable skills relevant to today’s
students. These include the ability to: think critically; make ethically sound and well-informed decisions;
appreciate the pace, nature and significance of change; think strategically; and undertake long term planning,
analysis and evaluation. The course also develops subject-specific skills, such as financial analysis
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Subject Levels offered- Higher Level and Standard Level
BM Assessment outline SL
Assessment component Weighting
External assessment (3 hours) 75%
Paper 1 (1 hour and 15 minutes)
Based on a case study issued in advance, with additional unseen material for section B. 30%
Assessment objectives 1, 2, 3, 4 (40 marks)
Section A
Syllabus content: Units 1–5
Students answer two of three structured questions based on the pre-seen case study. (10
marks per question)
Section B
Students answer one compulsory structured question primarily based on the additional
stimulus material. (20 marks)
Section A 45%
Syllabus content: Units 1–5 Students answer one of two structured questions based on
stimulus material with a quantitative focus. (10 marks)
Section B
Syllabus content: Units 1–5 Students answer one of three structured questions based on
stimulus material. (20 marks)
Section C
Students answer one of three extended response questions primarily based on two concepts 25%
that underpin the course. (20 marks). Internal assessment (15 teaching hours)
This component is internally assessed by the teacher and externally moderated by the IB at the
end of the course.
Written commentary
Students produce a written commentary based on three to five supporting documents about
a real issue or problem facing a particular organization. Maximum 1500 words. (25 marks)
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BM Assessment outline—HL
External assessment (4 hours and 30 minutes) 75%

Paper 1 (2 hour and 15 minutes) 35%
Based on a case study issued in advance, with additional unseen material for sections B and C.
Section A
Syllabus content: Units 1–5 including HL extension topics
Students answer two of three structured questions based on the pre-seen case study. (10 marks per question)
Section B
Syllabus content: Units 1–5 including HL extension topics .
Students answer one compulsory structured question primarily based on the additional stimulus material. (20
marks)
Section C
Students answer one compulsory extended response question primarily based on the additional stimulus material.
(20 marks)
Section A
Syllabus content: Units 1–5 including HL extension topics 40%
Students answer one of two structured questions based on stimulus material with a quantitative focus. (10 marks)
Section B
Syllabus content: Units 1–5 including HL extension topics
Students answer two of three structured questions based on stimulus material. (20 marks per question)
Section C
Students answer one of three extended response questions primarily based on two concepts that underpin the
course. (20 marks)
Internal assessment (30 teaching hours)
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Research project
Students’ research and report on an issue facing an organization or a decision to be made by an organization (or
several organizations). Maximum 2000 words. (25 marks)
25%
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PSYCHOLOGY HL/SL
Overview
Psychology is the rigorous and systematic study of mental processes and behaviour. It is a complex subject which
draws on concepts, methods and understandings from a number of different disciplines. There is no single
approach that would describe or explain mental processes and behaviour on its own as human beings are
complex animals, with highly developed frontal lobes, cognitive abilities, evolved social structures and cultures.
The study of behaviour and mental processes requires a multidisciplinary approach and the use of a variety of
research techniques whilst recognising that behaviour is not a static phenomenon, it is adaptive, and as the
world, societies and challenges facing societies change, so does behaviour.
Approaches to understanding behaviour
At the core of the DP psychology course is an introduction to three different approaches to understanding
behaviour:
 biological approach to understanding behaviour
 cognitive approach to understanding behaviour
 sociocultural approach to understanding behaviour
The contribution and the interaction of the three approaches can be best understood through the options. There
are four options in the course. They focus on areas of applied psychology:
 abnormal psychology
 developmental psychology
 health psychology
 psychology of human relationships
The options provide an opportunity to take what is learned from the study of the approaches to psychology and
put it into the context of specific lines of inquiry, broaden students’ experience of the discipline and develop the
students’ critical inquiry skills.
Skills Developed
As with other areas of knowledge, there are a variety of ways of gaining knowledge in the Psychology, including
observation and experimentation, inductive and deductive reasoning, and the collection of evidence. Having
followed a course of study in Psychology, students should be able to reflect critically on the various ways of
knowing and on the methods used in the social sciences, and in so doing become inquiring, knowledgeable and
caring young individuals, as described in the IB learner profile.
By the end of the psychology course at SL or at HL, students will be expected to demonstrate the following use
of skills appropriate to psychology:
 Demonstrate the acquisition of skills required for experimental design, data collection and presentation,
data analysis and the evaluation of a simple experiment while demonstrating ethical practice.
 Work in a group to design a method for a simple experimental investigation, organize the investigation
and record the required data for a simple experiment.
 Write a report of a simple experiment.
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There are three main distinctions between this course at SL and at HL.
The following extensions to the core approaches are studied at HL only:
 The role of animal research in understanding human behaviour cognitive processing in the digital world
the influence of globalization on individual attitudes, identities and behaviour. This differentiation is
reflected in paper 1 section B of the external assessment. SL students are required to study one option
while HL students study two options. This differentiation is reflected in paper 2 of the external
assessment.
 Both SL and HL students will be expected to show their understanding of approaches to research in the
internal assessment and for criterion D (critical thinking) in paper 1 section B and paper 2 responses.
Additionally, HL students will be directly assessed on their understanding of approaches to research in
paper 3 of the external assessment. This will cover both qualitative and quantitative research methods.
PSYCHOLOGY ASSESSMENT
SL
Paper 1 (2 hours) 50%
Section A: Three short-answer questions on the core approaches to psychology (27 marks)
Section B: One essay from a choice of three on the biological, cognitive and sociocultural approaches to
behaviour (22 marks)
(Total 49 marks)

One question from a choice of three on one option (22 marks)
Internal assessment (20 hours) 25%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the
course. Experimental study A report on an experimental study undertaken by the student
(22 marks)
HL
Section A: Three short-answer questions on the core approaches to psychology (27 marks)
Section B: One essay from a choice of three on the biological, cognitive and sociocultural
approaches to behaviour. One, two or all of the essays will reference the additional HL topic (22
marks) (Total 49 marks)

Two questions; one from a choice of three on each of two options
(Total 44 marks)
Three short-answer questions from a list of six static questions on approaches to research
(24 marks)
Internal assessment (20 hours) 20%
This component is internally assessed by the teacher and externally moderated by the IB at the
end of the course. Experimental study A report on an experimental study undertaken by the
student
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(22 marks)
INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY (ITGS) HL/SL

OVERVIEW
The ITGS course is the study and evaluation of the impacts of information technology (IT) on individuals and
society. It explores the advantages and disadvantages of the access and use of digitized information at the local
and global level. ITGS provides a framework for the student to make informed judgments and decisions about
the use of IT within social contexts.
COURSE CONTENT
At either level (SL or HL) the ITGS course consists of three compulsory interconnected strands that reflect the
integrated nature of the course.
• Strand 1: Social and ethical significance

A study of various issues including privacy, security, digital citizenship and the digital divide
• Strand 2: Application to specified scenarios
A study of areas including such areas as business & employment, education and training, home & leisure
and politics & government.
• Strand 3: IT systems
As study of such IT system as hardware, networks, databases, digital media and project management
The Project (HS and SL)

The application of skills and knowledge to develop an original IT product for a specified client.
The Case Study( HL only)

An extension for the HL student which is a detailed study of a specific scenario. In the past it has been
such subjects like tele medicine in remote areas; e-commerce.
Skills Developed
Enables the student to evaluate social and ethical considerations arising from the widespread use of IT by
individuals, families, communities, organizations and societies at the local and global level
1. Develops the student’s understanding of the capabilities of current and emerging IT systems and to
evaluate their impact on a range of stakeholders
2. Enables students to apply their knowledge of existing IT systems to various scenarios and to make
informed judgments about the effects of IT developments on them
3. Encourages students to use their knowledge of IT systems and practical IT skills to justify IT solutions for
a specified client or end-user.
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ITGS ASSESSMENT
Assessment SL
Assessment Component Weighting
Paper 1- Structured paper that accesses in an integrated way of all three strands of the syllabus 40%
Paper 2 30%
This paper consists of one unseen article. Students are required to write a response to this
article.
IA 30%
The development of an original IT product for a specified client.
Assessment HL
Paper 1 35%
Structured paper that accesses in an integrated way of all three strands of the syllabus.
Paper 2
This paper consists of one unseen article. Students are required to write a response to this 20%
article.
Paper 3
Pre Seen Case study 25%
IA
The development of an original IT product for a specified client. 20%
GROUP 4 – SCIENCES
Experimental sciences include the physics, chemistry, biology, and environmental Systems and societies (ESS-
although it is inter disciplinary and also falls under Group 3). Through studying biology, chemistry or physics,
students should become aware of how scientists work and communicate with each other. While the scientific
method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental
work that characterizes these subjects.
Group 4 Experimental sciences student can opt for one or a combination of subjects under it. Physics, Chemistry
and Biology is offered both at HL & SL levels while ESS is only offered at SL level. Students opting for Physics,
Chemistry and Biology have to study the core & AHL levels curriculum, carry out Individual Investigation and
complete mandatory 10 hours for Group 4 Project.
Physics, Chemistry & Biology HL/SL

SKILLS DEVELOPED:
1. Demonstrate knowledge and understanding of:

a. Facts, concepts and terminology
b. Methodologies and techniques
c. Communicating scientific information.
2. Apply:
a. Facts, concepts and terminology
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c. Methods of communicating scientific information.
3. Formulate, analyse and evaluate:
a. Hypotheses, research questions and predictions
c. Primary and secondary data
d. Scientific explanations.
4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out
insightful and ethical investigations.
SUBJECT LEVELS OFFERED: SL and HL

Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common
internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented
with a syllabus that encourages the development of certain skills, attributes and attitude.
While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at
HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the
common options. The distinction between SL and HL is one of breadth and depth, as mentioned below: (to be
pasted in word)
BIOLOGY
SYLLABUS OUTLINE
Core
 Cell Biology
 Molecular Biology
 Genetics
 Ecology
 Evolution and Bio-diversity
 Human Physiology
Additional higher level (AHL)
 Nucleic acids
 Metabolism, cell respiration and photosynthesis
 Plant biology
 Genetics and evolution
 Animal physiology
Option
A. Neurobiology and behaviour
B. Biotechnology and bioinformatics
C. Ecology and conservation
D. Human physiology
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CHEMISTRY
SYLLABUS OUTLINE
Core
 Stoichiometric relationships
 Atomic structure
 Periodicity
 Chemical structure and bonding
 Energetics/thermochemistry
 Chemical kinetics
 Equilibrium
 Acids and bases
 Redox processes
 Organic chemistry
 Measurement and data processing
 Atomic structure
 The periodic table—the transition metals
 Chemical structure and bonding
 Energetics/thermochemistry
 Chemical kinetics
 Equilibrium
 Acids and bases
 Redox processes
 Organic chemistry
 Measurement and analysis
Option
A. Materials B. Biochemistry
C. Energy D. Medicinal chemistry
PHYSICS
SYLLABUS OUTLINE
Core
 Measurements and uncertainties

 Mechanics
 Thermal physics
 Waves
 Electricity and magnetism
 Circular motion and gravitation
 Atomic, nuclear and particle physics
 Energy production
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 Wave phenomena
 Fields
 Electromagnetic induction
 Quantum and nuclear physics
Option
A. Relativity B. Engineering physics
C. Imaging D. Astrophysics
BIOLOGY/PHYSICS/ CHEMISTRY ASSESSMENT
Assessment SL
Paper 1 (3/4 Hours) 20 %
30 Multiple-choice questions on the core
No Calculator allowed
Paper 2 (1 1/4 Hours) 40 %
Short answer and extended response questions on the core and AHL material
Use of calculator is permitted
Paper 3(1 Hour) 20 %

Paper will have questions on Core ,AHL and option material
Sec A: One data response question and several short answer questions on experimental
work
Sec B : Short answer and extended response questions from one option
Internal Assessment 20 %
Individual investigation
Assessment HL
Paper 1 (1 Hour) 20 %
40 Multiple-choice questions on the core
No Calculator allowed
Paper 2 (2 1/4 Hours) 36 %
Short answer and extended response questions on the core and AHL material
Paper 3(1 1/4 Hour) 24%
Paper will have questions on Core ,AHL and option material
Sec A: One data response question and several short answer questions on experimental
work
Sec B : Short answer and extended response questions from one option
Internal Assessment
Individual investigation 20 %
Practical scheme of work
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 Practical activities /Lab work (SL- 40 h /HL – 60h)
 Individual investigation (internal assessment–IA)
 Group 4 project
ENVIRONMENTAL SYSTEMS & SOCIETIES SL
ESS is an interdisciplinary group 3 and 4 course that is offered only at standard level (SL). As an interdisciplinary
course, ESS is designed to combine the methodology, techniques and knowledge associated with group 4
(sciences) with those associated with group 3 (individuals and societies). Because it is an interdisciplinary course,
students can study ESS and have it count as either a group 3 or a group 4 course, or as both. If students choose
the latter option, this leaves the opportunity to study an additional subject from any other group, including an
additional group 3 or group 4 subject.
Skills developed: ESS
These objectives reflect how the aims of the ESS course will be assessed. It is the intention of this course that
students, in the context of environmental systems and related issues, are able to fulfill the following assessment
objectives.
1. Demonstrate knowledge and understanding of relevant:
– Facts and concepts

– Methodologies and techniques
– Values and attitudes.
2. Apply this knowledge and understanding in the analysis of:
– Explanations, concepts and theories

– Data and models
– Case studies in unfamiliar contexts
– Arguments and value systems.
3. Evaluate, justify and synthesize, as appropriate:
– explanations, theories and models

– arguments and proposed solutions
– methods of fieldwork and investigation
– cultural viewpoints and value systems
4. Engage with investigations of environmental and societal issues at the local and global level through:
– Evaluating the political, economic and social contexts of issues

– Selecting and applying the appropriate research and practical skills necessary to carry out
investigations
– Suggesting collaborative and innovative solutions that demonstrate awareness and respect for
the cultural differences and value systems of others.
ENVIRONMENTAL SYSTEMS & SOCIETIES ASSESSMENT
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Assessment SL
Paper 1
25%
(Case Study)
Paper 2 50%
(Short answers and structured essays)
Internal Assessment 25%
(Individual Investigation)
COMPUTER SCIENCE (CS)

Computer science requires an understanding of the fundamental concepts of computational thinking as well as
knowledge of how computers and other digital devices operate. Diploma Programme computer science students
become aware of how computer scientists work and communicate with each other and with other stakeholders
in the successful development and implementation of IT solutions. While the methodology used to solve
problems in computer science may take a wide variety of forms, the group 4 computer science course
emphasizes the need for both a theoretical and practical approach.
Course Content:
The topics that are studied in Core Content, including some practical work, are:
• Topic 1: System fundamentals
• Topic 2: Computer organization
• Topic 3: Networks
• Topic 4: Computational thinking, problem-solving and programming
HL extension
The topics that are studied, including some practical work, are:
• Topic 5: Abstract data structures
• Topic 6: Resource management
• Topic 7: Control
Option
SL/HL core
HL extension
Students study one of the following options:

Option A: Databases
Option B: Modelling and simulation
Option C: Web science
Option D: Object-oriented programming (OOP)
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CS ASSESSMENT
GROUP 5: MATHEMATICS
MATHEMATICS HL/SL
CONTENT:
• TOPIC-1: Number and Algebra

• TOPIC-2: Functions
• TOPIC-3: Geometry and Trigonometry
• TOPIC-4: Probability and Statistics
• TOPIC-5: Calculus
Mathematics: Applications and Interpretation (AI)
This course is designed for students who enjoy describing the real world and solving practical problems using
mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical
models and enjoy the more practical side of mathematics.
This course is offered at Higher Level and Standard Level.
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MATHEMATICS: APPLICATIONS AND INTERPRETATION ASSESSMENT
Mathematics: Analysis and Approaches (AA)
This course is intended for students who wish to pursue studies in mathematics at university or subjects that
have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem
solving and exploring real and abstract applications, with and without technology.
This course is offered at Higher Level and Standard Level.
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MATHEMATICS: ANALYSIS AND APPROACHES ASSESSMENT
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GROUP 6 : THE ARTS
Group 6 courses meet the requirements of student’s passion of art or design. Developing their visual arts
language, practical skills, method and visual arts context through the process of learning and producing art or
designed work. While the subject is based on practical skills as well as documentation of visual arts, students are
supposed to develop their art skills, art language and presentation of artwork.
VISUAL ARTS
Overview
Visual Arts meet the requirements of student’s passion of art or design. Developing their visual arts language,
practical skills, method and visual arts context through the process of learning and producing art or designed
work. While the subject is based on practical skills as well as documentation of visual arts, students are supposed
to develop their art skills, art language and presentation of art work.
COURSE CONTENT
Visual Arts HL & SL:
This course requires students to submit 3 different components of visual arts. Assessment is based on submission
of required components.
Visual Arts Assessment
Assessment Component Assessment Component

Weighting
HL SL
COMPARATIVE STUDY COMPARATIVE STUDY 20%
PROCESS PORTFOLIO PROCESS PORTFOLIO 40%
EXHIBITION (IA) EXHIBITION (IA) 40%
Skills Developed:
 Ability to express ideas clearly and with fluency orally and in writing
 Ability to substantiate and justify ideas with relevant examples
 Ability to evaluate conflicting viewpoints
 Understanding of the ways cultural values are expressed through visual and text.
 Understanding of art making processes and techniques
 Ability to compare and contrast the form, style and content of artwork
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VISUAL ARTS ASSESSMENT SL
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VISUAL ARTS ASSESSMENT HL
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CORE COMPONENTS OF IBDP
THEORY OF KNOWLEDGE (TOK)
The TOK course provides students with an opportunity to explore and reflect on the nature of
knowledge and the process of knowing. It is a core element of the DP to which schools are required
to devote at least 100 hours of class time.
In TOK, students reflect on the knowledge, beliefs and opinions that they have built up from their
years of academic studies and their lives outside the classroom. The course is intended to be
challenging and thought-provoking—as well as empowering—for students. The course centres on
the exploration of knowledge questions, which are a key tool for both teachers and students.
The TOK curriculum is made up of three deeply interconnected parts:
• The core theme—Knowledge and the knower: This theme encourages students to reflect on
themselves as knowers and thinkers, and to consider the different communities of knowers to
which we belong.
• Optional themes: This element provides an opportunity to take a more in-depth look at two
themes of particular interest to teachers and students. The given themes all have a significant
impact on the world today and play a key role in shaping people’s perspectives and identities.
Teachers select two optional themes from a choice of five: knowledge and technology; knowledge
and language; knowledge and politics; knowledge and religion; and knowledge and indigenous
societies.
• Areas of knowledge: The areas of knowledge (AOK) are specific branches of knowledge, each of
which can be seen to have a distinct nature and sometimes use different methods of gaining
knowledge. In TOK, students explore five compulsory areas of knowledge: history; the human
sciences; the natural sciences; mathematics; and the arts.
There are two assessment tasks in the TOK course:
• The TOK exhibition assesses the ability of the student to show how TOK manifests in the world
around us. The exhibition is an internal assessment component; it is marked by the teacher and is
externally moderated by the IB.
• The TOK essay engages students in a more formal and sustained piece of writing in response to a
title focused on the areas of knowledge. The essay is an external assessment component; it is
marked by IB examiners. The essay must be a maximum of 1,600 words and must be on one of the
six prescribed titles issued by the IB for each examination session.
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Assessment TOK
Internal assessment
Theory of knowledge exhibition (10 marks)
For this component, students are required to create an 1/3 (33%)
exhibition that explores how TOK manifests in the world around
us. This component is internally assessed by the teacher and
externally moderated by the IB at the end of the course.
External assessment 2/3 (67%)

TOK essay on a prescribed title (10 marks)
For this component, students are required to write an essay in
response to one of the six prescribed titles that are issued by the
IB for each examination session. As an external assessment
component, it is marked by IB examiners.
The TOK course plays a special role in the DP by providing an opportunity for students to reflect on the nature,
scope and limitations of knowledge and the process of knowing. In this way, the main focus of TOK is not on
students acquiring new knowledge but on helping students to reflect on, and put into perspective, what they
already know.
TOK underpins and helps to unite the subjects that students encounter in the rest of their DP studies. It engages
students in explicit reflection on how knowledge is arrived at in different disciplines and areas of knowledge, on
what these areas have in common and the differences between them. It is intended that through this holistic
approach, discussions in one area will help to enrich and deepen discussions in other areas.
The following 12 concepts have particular prominence within, and thread throughout, the TOK course: evidence,
certainty, truth, interpretation, power, justification, explanation, objectivity, perspective, culture, values and
responsibility. Exploration of the relationship between knowledge and these concepts can help students to
deepen their understanding, as well as facilitating the transfer of their learning to new and different contexts.
The TOK course embraces the exploration of tensions, limitations and challenges relating to knowledge and
knowing. However, it is also intended that TOK discussions will encourage students to appreciate and be inspired
by the richness of human knowledge—and to consider the positive value of different kinds of knowledge.
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CREATIVITY, ACTIVITY AND SERVICE (CAS)
Creativity, Activity, Service (CAS) is at the heart of the Diploma Programme (DP). It is one of the three essential
elements in every student’s DP experience. It involves students in a range of activities alongside their academic
studies throughout the DP. The three strands of CAS are characterized as follows:
Creativity: arts and other experiences that involve creative thinking.
Activity: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the
DP.
Service: an unpaid and voluntary exchange that has a learning benefit. In Grades 11 – 12, students must choose
to participate in a minimum of one SERVICE experience, one ACTIVITY experience, and one CREATIVITY
experience and continue their experiences for the duration of 18 months of their CAS Programme.
Students will complete the requirement for DP IB CAS by attending the meetings of their activity groups,
participating in the visits, trips and major events associated with their experiences during the CAS Programme.
To satisfy the requirements of the CAS Programme, students are required to demonstrate that they have met 7
key learning outcomes over a period of 18 months. In order to demonstrate the outcomes, students are required
to submit reflections as part of a CAS journal, complete one mandatory CAS project, and attend three compulsory
interviews with the CAS Coordinator at GDGWS during the CAS programme. Not all CAS experiences lead to a
CAS learning outcome. Students provide the school with evidence in their CAS portfolio of having achieved each
learning outcome at least once through their CAS Programme. Commonly, the evidence of achieving the seven
CAS learning outcomes is found in students’ reflections
Sample projects
• Creativity: A student group plans, designs and creates a mural.

• Activity: Students organize and participate in a sports team including training sessions and matches against
other teams.
• Service: Students set up and conduct tutoring for people in need.
• Service and activity: Students plan and participate in the planting and maintenance of a garden with
members of the local community.
• Creativity, activity and service: Students rehearse and perform a dance production for a community
retirement home
The CAS activities and services can be done by the students outside the school on their own also. Though GDGWS
provides the students with various in house opportunities. The following activities help them to engage in and
complete the CAS requirements:
 SAP (Student activity program) students choose one activity out of Interact Club, IAYP, Public
Speaking/TED club, Cyber Club (IT Club), Creative Hands (Art Club), Shadows (Drama Club), Mellifluous
Melodies (Music Club), MUN, Nimble Feet (Dance club) and Chess Club The final showcase of their
learning during the activity classes is portrayed at the end of each semester adding to their creativity
component.
 Various sports choices are given to the students from which they can choose Table Tennis, Squash, Yoga
& Aerobics, Gym, Basketball, Soccer, Horse Riding, Cricket, Volleyball, Tennis
 As part of the services component the school gives them a prospect of participating in social services
through Interact Club, Vivo health care program and students are taken to the neighboring village
schools where our students teach the under privileged.
 CAS trips are regularly organized by the school which adds value to their intercultural and action
component.
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 To keep the parents updated with the CAS activities, the students reflect about the events in a
newsletter, called ‘CAS MAX’.
THE EXTENDED ESSAY (EE)

The EE is an in-depth study of a limited topic within a subject. Its purpose is to provide a student with an
opportunity to engage in independent research at an introductory level. Emphasis is placed on the process of
engaging in personal research, on the communication of ideas and information in a logical and coherent manner,
and on the overall presentation of the Extended Essay in compliance with IB guidelines. Students are required
to devote 40+ hours to the essay.
The Extended Essay is:
 Compulsory for all Diploma Programme students.

 Externally assessed and, in combination with the grade for Theory of Knowledge, contributes up to three
points to the total score for the IB diploma.
 A piece of independent research/investigation on a topic chosen by the student in cooperation with a
supervisor in the school.
 Chosen from the list of approved Diploma Programme subjects, published in the Vade Mecum
 Presented as a formal work of research of 4,000 words.
 The result of approximately 40 hours of work by the student concluded with a short interview, or viva
voce, with the teacher mentor.
Assessment of Core Components of IBDP
ASSESSMENT
School Session/Assessment procedures
The school’s academic session will start in April and end in March of the following year. There will be two
semesters, one ending in October and the other in March. During a semester, there will be two rounds of Class
Tests for each subject and an end semester exam. Report cards will be issued twice during a year.
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NB: GD Goenka World School believes that regular assessments are an integral part of the education
process. The Class tests (CTs), formative assessments and end-semester exams must be taken very
seriously by all the students. Unless there is a medical emergency (medical certificate required), there
will be no retakes for any CTs.
The table below shows the assessment details during the academic year.
IB DIPLOMA GRADE POINTS

All IB DP courses (HL and SL) are graded on a 7-point scale as under:
7: Excellent 6: Very good 5: Good
4: Satisfactory 3: Mediocre 2: Poor
1: Very Poor
The IB Diploma is out of a total of 45 points.
1. 7 maximum points for each subject x 6subjects = 42

2. Additional points for (EE and TOK) = 3
3. Total = 45
Opting for IB Certificate/Courses
Some students may feel that their needs are not best met by the IB Diploma, and may choose to organize their
program in a different way. There may be situations where IB Diploma is either not required by a student’s
university of choice or in the country where the student intends to study further. In such cases, a student may
opt for IB courses. A student may choose fewer than three higher level subjects, or all six subjects at standard
level, or even select a combination of subjects that does not meet the requirements for the IB Diploma though
for admission to Indian Universities the requirement is 3 subjects at HL and 3 at SL level with a minimum score
of 24 grade point achieved. Further guidance on the IB Courses may be sought from the IB diploma Coordinator.
Award of the IB Diploma
The award of the IB Diploma is at the discretion of the IB. Usually, over 90% of our students each year take the
IB Diploma, and the recent pass rate at GDGWS has been higher than the average rate worldwide.
To be a successful IB Diploma student, it is necessary to be punctual both to classes and to school, have an
excellent attendance record, complete work on time and maintain an appropriate standard. In all courses,
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students must complete mandatory coursework assignments called Internal Assessment (IA); typically this
coursework amounts to 25% of the final grade for each course, although in some cases it may be higher or lower.
The key to do well in the IA is follow the guidance given by the teachers and meet submission dates as per the
IB deadlines calendar.
In general, in order to receive the IB Diploma, a student will have to score at least 4 points in each subject, or 24
points or more in total. The full criteria for passing the IB DP are set out below and students need to be aware
that a score of 24 points will not always guarantee a pass.
The IB Diploma will be awarded to a candidate whose total score is 24 and above points, provided all the
following requirements have been met:
 CAS requirements have been met.

 There is no “N” awarded for TOK, the EE or for a contributing subject.
 There is no grade E awarded for TOK and/or the EE.
 There is no grade 1 awarded in a subject/level.
 There are no more than two grade 2s awarded (SL or HL).
 There are no more than three grade 3s or below awarded (SL or HL).
 The candidate has gained 12 points or more on HL subjects. (For candidates who register for four HL
subjects, the three highest grades count.)
 The candidate has gained 9 points or more on SL subjects. (Candidates who register for two SL
subjects must gain at least 5 points at SL.)
 The candidate has not received a penalty for academic misconduct from the final award committee..
CAREER ADVISORY AT GDGWS

GDGWS offers a comprehensive set of career services. We provide guidance for university admission (university
selection, application, essay writing, TOEFL, IELTS, SAT and other entrance examinations) through its career
counseling centre. It helps students evaluate their abilities, interests, talents and personality in order to develop
realistic academic and career goals. Students are also supported to identify their subjects for further studies
through interviews, counseling sessions and interest and aptitude assessment tests. The academic counseling
centre also invites representatives of different universities to hold seminars for the students and parents.
To achieve this goal the Careers Office continuously works with students and their parents/guardians to design
an academic plan that advances personal goals, and satisfies rigorous graduation requirements.
What is University & Career Counseling?
University & Careers Counseling is a specialized form of counseling that entails advising, guidance & assistance
in exploring the many University and Career options available to students. It includes IB & IGCSE course selection,
information pertaining to summer enrichment programs, TOEFL/IELTS, transcripts, letters of recommendation
and administering of SAT, tests.
With a huge bank of readily available career resources, the Career Office offers Academic and Career Counseling,
working in collaboration with other members of the academic staff to help students understand their potential,
overcome obstacles and makes important decisions to achieve their goals.
 Identifying the Aptitude, Personality and Interest (API) of the child is the key. His/ Her comfort in
particular subjects at grade 9 and 10 level and further at grade 11 & 12 level shall help us understand
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his/her aptitude. By aligning these three aspects, we can help him/her choose the right stream. Cogito
Hub In House Career consultants have been working closely in the areas of student career journeys by
conducting psychometric testing (API).
 GD Goenka World School PSAT / SAT / ACT In House Test Preparation by Wisdom Mart is one of the
leading service providers for education overseas.
Career guidance starts in Grade 9 as children are given exposure to a variety of different careers and job profiles,
helping them to ignite their interest and awareness about the world of careers that awaits them.
At the next stage, Grade 10, students become more aware of their aptitude, interests and skills. This becomes
an important factor when deciding which subjects to take in Grade 11, in many ways impacting the pursuit of
careers even after College. Encouraging an understanding of the impact of the IGCSE exams, we emphasize how
these grades play a major role in admissions to university.
Grades 11 and 12 are the most crucial years of higher study. Students prepare and appear for external tests such
as the SAT, TOEFL and IELTs, enabling them to get admissions in universities. The Careers Office introduces them
to representatives from a large number of universities.
While workshops are held to apprise students of application procedures, requirements and deadlines, senior
students are encouraged to research universities on their own about, keeping track of test scores and activities,
sports and community service requirements etc. for specific courses they want to pursue. Students are also
helped in the admission process.
University Placements
University of Bradford, Hong Kong, Toronto, Sheffield, Boston, Urbana Champaign, British Columbia, and
Glasgow are examples of renowned universities which have opened doors for our budding aspirants. Narsee
Monjee IMS Banglore, Gargi College, St Stephen’s, JMC, SRCC, DTU, GD Goenka and Ashoka University in India
have accepted our students as all universities in India readily acknowledge IB scores for admissions.
Past year results and a list of alumni placements can be looked at our school website viz.
https://gdgws.gdgoenka.com
COUNSELING AND LEARNING SUPPORT UNIT (LSU)

The LSU department in GD Goenka World School assists students with different learning abilities and students
with diagnosed Learning Difficulties. Support is provided for students struggling with reading, writing,
comprehension, and arithmetic.
1. The LSU department follows a Referral System as per the following steps:
i. A teacher or a parent may refer the student to the School Counsellor suspecting a learning difficulty
in the student.
ii. An internal assessment will be conducted by the counsellor and the Special Needs Educator for a
period of one month to understand the level of difficulty in the student.
iii. If a learning difficulty is identified, the LSU department will request for an External Psycho
Educational Assessment with Standard Scores to confirm the Learning Difficulty.
iv. A suitable intervention program will be constructed for the student once the Clinical Assessment
report is received.
2. Types of Support provided by the LSU department:
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i. An Individualized Educational Plan will be constructed by the LSU department annually and updated
twice a year to assess the development of the students’ progress.
ii. Individual support sessions will be organized for the student in the area of difficulty; Example:
Reading support for students with Dyslexia.
iii. Extra Support Classes will be organized with the respective subject teachers if required by the
student.
iv. The LSU educators incorporate interactive reading and writing activities using special tools such as
worksheets, flashcards, digital reading tools and apps. Sessions are given individually and in groups
are also held to improve listening skills and communication.
v. Classroom Arrangements to assist the student will be organized
vi. Inclusion Arrangements will be organized by the LSU department in all Internal Exams and
Assessments held during the academic year.
vii. Counselling: Emotional and Motivational counselling will be provided for the student to manage his
feelings, Counseling will be provided to the parents on how to motivate and support the student at
home, Time- Management sessions will be available for all students and Workshops on Time
Management and Stress Management will be conducted for all students in the IBDP program.
Counselling Department
Counselling Department works together with the LSU department to provide the required support for all
students who may require some assistance in both academics and in managing personal challenges while in
school.
Together with academic support, GDGWS also provides support to students to manage their emotions,
relationships with friends and family, time management and overall development of personality by the School
Counsellor. Workshops on time management, managing emotions, building and maintaining healthy
relationships, good touch and bad touch are also held semester wise. Monthly sessions with the students living
in the boarding are also done to help students manage their emotions being away from their loved ones.
Students are referrers to the School counsellor by teachers, parents and other students. Students are also free
to walk-in to speak to the counsellor and are rest assured all that is shared with the counsellor is confidential.
CODE OF CONDUCT FOR STUDENTS

1. Punctuality: Students should be present in school by 8.20 am, failing which they will have to seek permission
from the Head of Program to attend classes. If a student comes late to school for three consecutive days,
the parents will be apprised of the situation, and the student maybe prohibited from attending classes for a
period of time. As a rule, students are not allowed to leave early except under special circumstances. Should
a student wish to leave early, s/he will be required to bring an exit pass, signed by a parent, to be approved
by the Director Principal.
2. Attendance: Regular attendance is a must for all students. A minimum of 80% attendance is required by a
student to sit the semester exams. If a student is absent, the form tutor teacher needs to be informed in the
morning via email or through a phone call.
3. Leave of Absence: Outside the vacation period, students are not granted leave except under special
circumstances to be explained by the parent through a note to the Head of Program. Repeated absence
without leave or unexplained absence for more than 6 consecutive days will render the student liable to
have his/her name struck off the rolls.
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4. A student who has been suffering from any contagious disease will be allowed to attend classes only after
producing a certificate from the medical practitioner that s/he is free from infection. It will be the student’s
responsibility to complete the work done in class during his/her absence.
5. Academic Integrity: Following are some of the school’s guidelines regarding academic honesty:
a. Plagiarism is a very serious offense in any school, even here. If a student takes material from a friend,
or the internet, a library or anywhere else, signs his name to it and hands it in to a teacher, they are
guilty of theft. Plagiarism implies theft of another person’s intellectual property, the result of their
mental labor. The first time this is discovered, the student will be warned and will fail the exam or
assessment concerned. If this happens again, it will result in suspension from school.
b. The school takes a strict stand against copying/cheating during exams. If any student is caught
cheating during an exam, they will not be allowed to continue to write the exam.
c. Illegal practices such as forging of documents or signatures will not be tolerated.
d. Cheating etc during Board Exams will cause the Exam Board to refuse to issue a diploma.
Note : Students are required to sign an ‘Honour Code’ as provided on Page 47-48 which is then duly countersigned by either of the
parents and then submitted to the form tutor at the beginning of the session.
HONOUR CODE
Each student of GDGWS who enrolls for the IBDP is expected to be demonstrating high standards of honesty and
integrity.
When the students sign the GDGWS honour code they understand the expectations from them in school and
academics. They would also agree to abide by the student policies and seek credit for only what is their own.
IB DP students at GDG World School are honour-bound and so will abstain from the violations including, but not
limited to the following:
 Cheating
 Submitting somebody else’s work as his/her own
 Submitting same work for two internal assessments
 Download/Copy content of the papers from internet
 Plagiarizing
 Viewing websites that allows one to be academically dishonest
 Using an electronic device or cell phone during exam
Following are the school’s guidelines regarding honour code which will have to be signed as an agreement.
 Plagiarism is a very serious offense in the school. If a student borrows material from a friend, or the
internet, a library or anywhere else, signs his name to it and hands it in to a teacher, they are guilty of
theft. Plagiarism implies theft of another person’s intellectual property, the result of their mental labour.
o The first time this is discovered, the student will be warned and asked to take the exam or assessment
again.
o If this is repeated, he will be awarded ZERO for that exam or assessment.
o If it happens for the third time, the parents would be called and will result in suspension from school
for three days.
 The school takes a strict stand against copying/cheating during exams. If any student is caught cheating
during an exam, he will not be allowed to continue to write the exam and ZERO marks will be awarded.
 Illegal practices such as forging of documents or signatures will not be tolerated. If it is observed and
detected, the matter will be decided by the Disciplinary committee
 There is a zero tolerance on Cheating/Malpractices during the Board Exams. If this is reported by the
invigilator, the matter is brought to the notice of IB. If it is detected by the evaluation committee, it will
cause the Exam Board to refuse the issue of IB Diploma/Certificate.
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 Use of Electronic gadgets like mobile phone, smart watches etc. are strictly prohibited during the exams.
If a student is found in possession of any such device during the exam, ZERO marks will be awarded for
the same.
AGREEMENT (sign and return to school)
Name of Student (Please Print):_______________________________
Signature of Student:_______________________________________
I understand the honour code and promise to abide.
Signature of Parent(s):________________________________________________
IB COURSEWORK DEADLINES
All assignments that are due as per the IBDP deadlines calendar are to be submitted by the IB DP students on
time. Please note that final deadlines (day/month) will be confirmed closer to the date by the subject teachers
and communicated to the students and parents through emails. It is the student’s responsibility to ensure that
s/he makes a careful note of the due date for each assignment—for written work and oral presentations—and
presents this work on time.
IB Diploma deadlines and interim submission dates are sent by email to the student and parents. The school will
not accept that a student has not been informed of IB coursework deadlines.
Students who anticipate having difficulty meeting a deadline must see the teacher well before the due date to
discuss strategies which will allow them to meet their commitments. Students with an absence for the day that
an assignment was due must hand in the assignment by email where possible, or on their return. They are also
responsible for finding out what new assignments there may be and when they are due.
Please see Page 49-52 for IBDP deadlines.
SOURCES
For further information on the IB Diploma Programme, visit: www.ibo.org/en/programmes/diploma-
programme/
Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through
the IB store: http://store.ibo.org
For more on how the DP prepares students for success at university, visit: www.ibo.org/en/university-admission
https://www.ibo.org/benefits/
https://www.ibo.org/university-admission/ib-recognition-resources-and-document-library/
https://www.ibo.org/contentassets/d883e8b8f46446079f14679a9a6971c3/faqs-about-the-ib-in-india.pdf
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GD Goenka World School
IBDP Course work deadlines Calendar for IBDP (Class of 2023)
Subject/Task Submission Dates

Group 1
English LL HL/SL
 Introduction to Individual oral  May 2021
 Individual oral – Sem1  3rd- 7th August 2021
 Indivdual Oral Sem 2  17th-21st January 2022
 HL Essay (Draft)  30th November 2021
 Individual oral – Sem3  13rd- 17th September 2022
 Individual Oral - FINAL  17th-21st January 2023
 HL Essay (FINAL)  30th November 2022
Hindi A SL
 Introduction to IA  May 2021
 Individual Oral Sem 1  21-25 September 2021
 Individual Oral Sem2  17-21 January 2022
 HL Essay Draft  30 November 2021
 Individual Oral Sem 3  13-17 September 2022
 Individual Oral Final  24-28 January 2023
 HL Essay (FINAL)  30 Nov 2022
Group 2
English B HL/SL
 Introduction to IA  August 2021
 Individual Oral Sem1  September 2021
 Individual Oral Sem2  During Sem 2 Exams
 Individual Oral Sem 3  13rd- 17th September 2022
 Individual Oral Final  24 -28 January 2023
Hindi B HL/SL, French B HL/SL

French ab SL, Spanish B HL/SL
Spanish ab SL, German B HL/SL
German ab SL,
 Introduction to IA  August 2021
 IOP Semester 1  September 2021
 IOP Semester 2  During Semester 2 Exams
 IOP Semester 3  13rd- 17th September 2022
 IOP Semester Final  24 -28 January 2023
Group 3
Business Management HL/SL
 Introduction to IA  7 Dec. 2021
 Submission of research proposal  15 Feb 2022
 Submission of first complete draft  16 Aug 2022
 Submission of the final draft with referencing  15 Nov 2022
Economics HL/SL
 Introduction to IA  13 Nov 2021
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 Economics commentary 1 First draft  15 Jan. 2022
 Economics Commentary 1 Final Draft  30 Jan. 2022
 Economics commentary 2 First draft  4 Aug 2022
 Economics Commentary 2 Final Draft  16 Aug 2022
 Economics commentary 3 First draft  3 Nov 2022
 Economics Commentary 3 Final Draft  19 Nov 2022
 Submission of the Portfolio  5 Dec 2022
ITGS HL/SL
 Introduction to IA  20th April 2021
 Submission of Proposal-  1st May 2021
 Criterion A Initial Investigation  15th May 2021
 Criterion A Initial Investigation Final draft  15th Jan 2022
 Criteria B Analysis  25th Jan 2022
 Criteria C Project Schedule  10th Feb 2022
 Criteria D Design  10th March 2022
 Criteria E Product Development  25th July 2022
 Criteria F Feedback from client  25th August 2022
 Criteria F Product Evaluation and Future Development  25th August 2022
 Screen Cast recording of product  5th September 2022
 Final submission in ZIP folder  15th September 2022
Psychology HL/SL
 Introduction to IA  16 Dec 2021
 Submission of RQ & Criteria A (500 words)  30 Jan. 2022
 Submission of Criteria B [1000-1200 words]  20 April 2022
 Submission of Criteria C [400 words]  20 Aug 2022
 First draft submission  10 Sept 2022
 Second draft submission [2200 words]  20 Nov 2022
 Final Submission  15 Dec 2022
Group 4
Biology HL/SL, Chemistry, ESS and Physics
 Introduction to IA  November – December 2021
 Topics to be finalized for Individual Investigation  1st February 2022
 Submission of Methodology for approval  15th April 2022
 Submission of Draft individual investigation (II) with  6th September 2022
Data Presentation
 Final II Submission  7th December 2022
Computer Science HL/SL

 Introduction to IA  20th April 2021
 Submission of Proposal-  1st May 2021
 Criteria A Planning  15th May 2021
 Criteria A Planning Final draft  15th Jan 2022
 Criteria B Record of task First Draft  20th Feb 2022
 Criteria C Development First Draft  15th May 2022
 Criteria B Record of task Second Draft  20th May 2022
 Criteria C Development Final Draft  25th August 2022
 Criteria D Functionality Video  5th September 2022
 Criteria B Record of task Final Draft  15th September 2022
 Criteria E Evaluation  25th September 2022
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 Final Submission in ZIP Folder  30th September 2022
Group 5
Math AA HL/SL&Math AI HL/ SL

 Introduction to IA  19th April, 2022
 Submission of First Draft (Must have rational,  26th July 2022
introduction and use of Mathematics)
 Submission of Final Draft  9th Dec,2022
Group 6
Visual Arts
 Visual Arts Journal  05th October 2021
 First Submission of Comparative study  12th October 2021
 First Submission of Process Portfolio  5th November 2022
 First Submission of Exhibition work  10th December 2022
 Final Submission of Comparative Study  05th October 2022
 Final Submission of Process Portfolio  20th January 2023
 Final Submission of Exhibition work  5th February 2023
Extended Essay
 Introduction to the Extended Essay  17th December 2021
 Extended Essay consent form submission  10 January 2022
 EE_ Student Reflection Session 1  15th February 2022
 EE _Student reflection session 2  25 th August 2022
 EE – Final Reflection session  9 Nov 2022
 Submission of EE  11 Nov 2022
TOK
 TOK Exhibition  14 th August 2022(IBDP Year 2 )

 TOK Essay  15th December 2022(IBDP Year 2
CAS
 CAS –Interviews And Submission of CAS evidences and  24 September 2021

Reflection begins
 CAS –Interviews And Submission of CAS evidences and  5 October 2021
Reflection ends
 CAS Portfolio Submission to CAS Advisers for 2 nd  16 November 2021
Review Begins
 CAS Portfolio Submission to CAS Advisers for 2 nd  20 November 2021
Review ends
 CAS –Interviews And Submission of CAS evidences and  20th April 2022
Reflection begins
 CAS –Interviews And Submission of CAS evidences and
 14th May 2022
Reflection ends
 CAS Portfolio Submission to CAS Advisers for 2 nd
Review Begins  7th Sept.2022
 CAS Portfolio Submission to CAS Advisers for 2 nd  21th Sept.2022
Review ends
 CAS Final Interview Begins
 15. Dec.2022
 CAS Final Interview ends
 20th Jan 2023
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IBDP Handbook - Class of 23

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Dr Manisha Mehta Dr Neeta Bali

 Fulfil their academy, cultural, sporting and social potential

 Acquire skills of curiosity, collaboration, reflection, integrity, self-discipline, diligence and

 Develop socially responsible and responsive global citizens.

IB Recognition Worldwide and in India

Group 1 – Studies in language and

Group 2 – Language acquisition

Group 3 – Individuals and societies

The students choose one subject from each of groups 1 to 5, thus

Key: Shaded subject levels are not offered.

IB Diploma program requirement:

Course content: Language A - Literature

LANGUAGE A –LITERATURE ASSESSMENT

External assessment (3 hours) 70% External assessment (4 hours) 80%

Individual oral (SSST variant)

Language A - Language and Literature (HL/SL)

English A: Language and Literature SL

Total works studied 4 6

Assessment component SL Weighting Assessment component HL Weighting

External assessment (3 hours) 70% External assessment (4 hours) 80%

Students submit an essay on one non- 20%

The essay must be 1,200-1,500 words in

Internal assessment 30% Internal assessment: Individual oral (15 20%

GROUP 2: LANGUAGE ACQUISITION

Language B Course at HL level

Language B Course at SL level

Skills Developed – SL:

Skills Developed- HL:

Spanish Ab Initio SL /French Ab Initio SL

Assessment Spanish Ab Initio SL/French Ab Initio SL Weighting

GROUP 3: INDIVIDUALS AND SOCIETIES

Distinction between SL and HL

• Extra depth and breadth required (extension material for HL only)

The course will:

• Provide students with a core knowledge of economics

External Paper 1 Extended Response 20% Paper 1 Extended Response 30%

Paper 2 Data Response 30% Paper 2 Data Response 40%

Paper 3 A Policy Paper- HL Extension 30%

Internal 3 Commentaries 20% 3 commentaries 30%

BUSINESS MANAGEMENT HL/SL

Unit 1: Business organization and environment

Unit 2: Human resource management

Unit 3: Finance and accounts

Unit 5: Operations management

Assessment component Weighting

External assessment (4 hours and 30 minutes) 75%

Approaches to understanding behaviour

 biological approach to understanding behaviour

 cognitive approach to understanding behaviour

 sociocultural approach to understanding behaviour

 psychology of human relationships

The following extensions to the core approaches are studied at HL only:

Paper 2 (1 hour) 25%

Internal assessment (20 hours) 25%

Paper 2 (2 hours) 20%

INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY (ITGS) HL/SL

• Strand 1: Social and ethical significance

The Project (HS and SL)

The Case Study( HL only)

Physics, Chemistry & Biology HL/SL

1. Demonstrate knowledge and understanding of:

SUBJECT LEVELS OFFERED: SL and HL